C.1: Scientific processes. The student, for at least 40% of instructional time, conducts laboratory and field investigations using safe, environmentally appropriate, and ethical practices.

C.1.A: The student is expected to: demonstrate safe practices during laboratory and field investigations, including the appropriate use of safety showers, eyewash fountains, safety goggles or chemical splash goggles, as appropriate, and fire extinguishers;

Diffusion

C.2: Scientific processes. The student uses scientific practices to solve investigative questions.

C.2.E: The student is expected to: plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology, including graphing calculators, computers and probes, electronic balances, an adequate supply of consumable chemicals, and sufficient scientific glassware such as beakers, Erlenmeyer flasks, pipettes, graduated cylinders, volumetric flasks, and burettes;

Pendulum Clock
Real-Time Histogram
Sight vs. Sound Reactions

C.2.G: The student is expected to: express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures;

Estimating Population Size
Stoichiometry

C.2.H: The student is expected to: organize, analyze, evaluate, make inferences, and predict trends from data; and

Pendulum Clock

C.4: Science concepts. The student knows the characteristics of matter and can analyze the relationships between chemical and physical changes and properties.

C.4.A: The student is expected to: differentiate between physical and chemical changes and properties;

Chemical Changes

C.4.B: The student is expected to: identify extensive properties such as mass and volume and intensive properties such as density and melting point;

Density Laboratory

C.4.C: The student is expected to: compare solids, liquids, and gases in terms of compressibility, structure, shape, and volume; and

Boyle's Law and Charles's Law

C.5: Science concepts. The student understands the historical development of the Periodic Table and can apply its predictive power.

C.5.C: The student is expected to: interpret periodic trends, including atomic radius, electronegativity, and ionization energy, using the Periodic Table.

Electron Configuration
Periodic Trends

C.6: Science concepts. The student knows and understands the historical development of atomic theory.

C.6.A: The student is expected to: describe the experimental design and conclusions used in the development of modern atomic theory, including Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, and Bohr's nuclear atom;

Bohr Model of Hydrogen

C.6.C: The student is expected to: calculate average atomic mass of an element using isotopic composition; and

Average Atomic Mass
Isotopes

C.6.D: The student is expected to: express the arrangement of electrons in atoms of representative elements using electron configurations and Lewis valence electron dot structures.

Covalent Bonds
Electron Configuration
Element Builder
Ionic Bonds

C.7: Science concepts. The student knows how atoms form ionic, covalent, and metallic bonds.

C.7.B: The student is expected to: write the chemical formulas of ionic compounds containing representative elements, transition metals and common polyatomic ions, covalent compounds, and acids and bases;

Covalent Bonds
Ionic Bonds

C.7.C: The student is expected to: construct electron dot formulas to illustrate ionic and covalent bonds;

Covalent Bonds
Ionic Bonds

C.8: Science concepts. The student can quantify the changes that occur during chemical reactions.

C.8.A: The student is expected to: define and use the concept of a mole;

Chemical Equations
Moles

C.8.B: The student is expected to: calculate the number of atoms or molecules in a sample of material using Avogadro's number;

Chemical Equations
Moles
Stoichiometry

C.8.E: The student is expected to: write and balance chemical equations using the law of conservation of mass;

Balancing Chemical Equations
Chemical Equations

C.8.F: The student is expected to: differentiate among double replacement reactions, including acid-base reactions and precipitation reactions, and oxidation-reduction reactions such as synthesis, decomposition, single replacement, and combustion reactions;

Balancing Chemical Equations
Chemical Equations
Dehydration Synthesis
Equilibrium and Concentration
Titration

C.8.G: The student is expected to: perform stoichiometric calculations, including determination of mass and gas volume relationships between reactants and products and percent yield; and

Chemical Equations
Limiting Reactants
Stoichiometry

C.8.H: The student is expected to: describe the concept of limiting reactants in a balanced chemical equation.

Limiting Reactants

C.9: Science concepts. The student understands the principles of ideal gas behavior, kinetic molecular theory, and the conditions that influence the behavior of gases.

C.9.A: The student is expected to: describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law; and

Boyle's Law and Charles's Law

C.9.B: The student is expected to: describe the postulates of kinetic molecular theory.

Collision Theory
Temperature and Particle Motion

C.10: Science concepts. The student understands and can apply the factors that influence the behavior of solutions.

C.10.B: The student is expected to: apply the general rules regarding solubility through investigations with aqueous solutions;

Solubility and Temperature

C.10.E: The student is expected to: distinguish among types of solutions such as electrolytes and nonelectrolytes; unsaturated, saturated, and supersaturated solutions; and strong and weak acids and bases;

pH Analysis
pH Analysis: Quad Color Indicator

C.10.F: The student is expected to: investigate factors that influence solid and gas solubilities and rates of dissolution such as temperature, agitation, and surface area;

Solubility and Temperature

C.11: Science concepts. The student understands the energy changes that occur in chemical reactions.

C.11.A: The student is expected to: describe energy and its forms, including kinetic, potential, chemical, and thermal energies;

Energy Conversion in a System
Energy of a Pendulum
Inclined Plane - Sliding Objects
Potential Energy on Shelves
Roller Coaster Physics
Trebuchet

C.11.B: The student is expected to: describe the law of conservation of energy and the processes of heat transfer in terms of calorimetry;

Calorimetry Lab
Energy Conversion in a System

C.11.C: The student is expected to: classify reactions as exothermic or endothermic and represent energy changes that occur in chemical reactions using thermochemical equations or graphical analysis; and

Chemical Changes
Reaction Energy

C.11.D: The student is expected to: perform calculations involving heat, mass, temperature change, and specific heat.

Calorimetry Lab

C.12: Science concepts. The student understands the basic processes of nuclear chemistry.

C.12.A: The student is expected to: describe the characteristics of alpha, beta, and gamma radioactive decay processes in terms of balanced nuclear equations; and

Nuclear Decay

C.12.B: The student is expected to: compare fission and fusion reactions.

Nuclear Reactions